- Content integration takes time: Teachers' first technology projects
generate excitement, but often little content learning. Often it takes a few
years until teachers can use technology effectively in core subject areas.
Initially, teachers and students don't expect much content in technology
projects and are satisfied if projects are completed and look good. Teachers
learn to use computer technologies and learn how to bring content learning to
the forefront with, in some cases, impressive results on the part of the
students. Teachers eventually learn to view the learning process in concert
with their new technologies and come to understand the ways content
interactions can be approached.
- Glitches galore: The bumps in the road to technological competence
almost guarantee that technology will take center stage over content at first.
Inexperienced teachers tend to underestimate the time and complexity of a
technology-based project. Software glitches and poor student work habits (e.g.
forgetting to save work) can cause huge delays, often meaning that the project
has to end just as students are starting to learn some subject matter.
- Flash over substance: Students and teachers alike are excited by the
presentation capabilities of the new media, resulting in the flash over
substance phenomenon. Over and over, we see that academic content is
allowed to slide initially in a technology-infused project, as students spend
their time exploring software capacity for special effects and animation.
The Technology/Content Dilemma. Shelley Goldman, Karen Cole, and
Christina Syer. The Secretary's Conference on Educational
Technology-1999. The entire article is available at
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Computer and Technological Resources for Latin Language Instruction